探討Rubric的導入和同儕諮詢活動過程變遷之關連性－以 「日文作文（二）」的課堂實踐為對象

Relations with the Transformation of the Peer Response and the Rubric: Through the Practice Field ''Japanese Writing (II)''

筆者為了改善自己日語作文課中存在的「讀者不存在」、「欠缺修正資訊的共有性」等問題，嘗試導入同儕諮詢的教室活動。經由學習者的作品及成想分析，得知在外語學習環境中，導入同儕諮詢是具有一定程度的有效性並確認其導入的可能性。但是身為一位課程設計者，者本身看到了一些問題點，如：「撰寫目的的不明確」、「活動內容及評鑑之關連性不明朗化」等；另外，在學習者的反應意見中，也看到同儕諮詢實施的困難點，如日語表現（單字、文法等）相闋的討論結束後，不曉得還能討論什麼也不知讓如何評分，等問題。因此，筆者為了能讓每個學習活動單位元元元元的目的及其可預期能到達的程度更明確化，決定於課程中導入RUBRIC評價表。本論文主要是以比較RUBRIC導入前後對同儕諮詢過程之影響，藉此探討於日語作文課中結合RUBRIC評價表和同儕諮詢之可能性。其結果顯示：「籍由RUBRIC評價表可讓學習者更能掌握各個學習活動的目的」、「對同儕諮詢的進行及確立諮詢內容的項目有很有助益」。根據以上的結束可以確認RUBRIC評價表可改善同儕諮詢教學現場之現有問題。

In order to improve the problems such as ''lack of sharing of elaboration'' and ''absence of the reader'' that are present in the composition lesson in Japanese education in Taiwan, We used the peer response in our writing class. From the writing and impressions of learner, we was able to confirm the possibility and effectiveness of peer response in foreign language learning environment. However, it is noticed that the problems ''ambiguity of the purpose of written,'' and ''lack of connection of educational content'' are not yet settle. It was also found that from the voice of the learner, when performing peer response, other than grammar, in what should be noted, do not know. Therefore, in this paper, we tried to design by the clear learning objectives by using the rubric. As the result, the effectiveness of the rubric from the opinion of the learner, ''the purpose of each activity is now able to understand more,'' ''the progress of the peer response has become more informative'' such as could be confirmed.